Flipped Classrooms Gaining Momentum

A new report from the Center for Digital Education and Sonic Foundry found that half of the faculty members participating in an the online survey said they are using the flipped-classroom model or plan to in the next 12 months. Of the respondents already using the technique, 57% said the experience was successful.

A flipped classroom allows students to learn new content at home online, with what used to be homework assignments being done in class with the instructor offering more personalized guidance and interaction.

According to the study, 81% of respondents reported an “improved mastery of information” from students, while 80% said there was “improved retention of information.” Instructors also cited better learning experiences for students, greater availability of technology, and positive results from trials as the top reasons for using flipped classrooms.

“Based upon my experience, the benefits of the flipped-classroom model far outweigh the challenges, and I’ve seen the difficulties with implementing the model decrease over time as efficiencies are realized,” Clemson University lecturer Ralph Welsh wrote in the report. “It has also allowed me to tailor my classroom time more toward answering specific student questions and discussing the material at a more applied, higher level of thinking.”

Preparing for a flipped classroom takes more time, according to 75% of the responding faculty members, but 83% agreed or strongly agreed that the model had a positive impact on their classrooms. Another 86% said student attitudes improved as well.

A quarter of the respondents said they plan to use flipped classrooms across all disciplines and 51% record their own video content.  A webcast of the findings is available at sonicfoundry.com.

Don't Look to MOOCs for Revenue Yet

Massive open online courses will not create revenue, or even save money, according to a study from the American Council on Education (ACE) and InsideTrack. The study was based on interviews with campus administrators and instructors with firsthand experience using MOOCs.

Nearly every instructor participating in the survey said teaching a MOOC was a good experience and 92% are planning to teach more. The respondents just don’t see the courses as a way for their schools to make money, according to a report in eCampus News.

“Don’t view MOOCs as either revenue-generating or cost-saving vehicles,” one administrator wrote. “They are neither.”

That doesn’t mean some professors aren’t trying. Students at the University of Texas at Austin can pay a $550 registration fee to take a psychology MOOC for three credit hours. At the beginning of October, 1,500 students had signed up for what the professors decided to call a synchronous massive online course (SMOC), which could generate $825,000 if all the participants complete the course.

In addition, almost half of administrators and instructors in the ACE/InsideTrack study felt MOOCs were important to help an institution expand its reach and increase access to higher education. More than half of the respondents also said creating a MOOC is important to develop an instructor’s online pedagogy.

“We didn’t jump in to make money,” one respondent wrote. “The business model is intriguing, but we didn’t go in with those expectations and that remains the same. We reached people we wouldn’t have otherwise, and for every student who enrolled there were 10 times as many who looked at us. It’s become a great platform to promote the brand of our institution and aligns with our mission to share knowledge.”

A Push for Legalizing Book Piracy

A Pakistani bookseller was recently sentenced to seven years in prison and a hefty fine for printing and selling unauthorized copies of textbooks copyrighted by Oxford University Press (OUP). That sort of piracy is rampant in many parts of Asia, and publishers are trying to crack down on it.

In India, OUP has filed a lawsuit, together with Cambridge University Press and Taylor & Francis, against a copyshop affiliated with Delhi University for unlawfully reproducing and selling their books. This suit, however, has spurred a movement to legalize copying of materials for academic purposes.

The Indian government is considering petitioning the World Intellectual Property Organisation (WIPO) to revise its copyright rules to allow academic and research institutions to make copies of course materials without getting permission from or paying the copyright-holders, usually the publishers.

The government’s position is that students and educators should have free and open access to materials used for teaching and learning. Other countries, such as Chile, have made the same argument.

If WIPO agrees, the change could cost publishers a ton of revenue and raises the question: Who then ought to pay for development of course materials?

Facebook Partners with Computer Students

Facebook has been participating in a computer engineering program for more than a year. Now, it’s expanding the program, partnering with 22 universities around the world to pair computer science students with open-source projects that need help.

The program will provide academic credit at no additional cost, with class sizes limited to four to 10 students per school, according to a report in VentureBeat.

In the Facebook Open Academy, Facebook engineers and computer science professors match students with good open-source projects. In the spring of 2013, the academy started with students and mentors spending a weekend together “learning and hacking.” The students then returned to campus to work in virtual teams.

Mentors continued to help students find tasks and review code, while course instructors met with the teams to review progress. Students worked on a variety of sites, reducing bugs and improving efficiencies of the open-source projects.

The expanded effort will start in February with a three-day kickoff event for participating faculty, students, and open-source mentors at Facebook’s headquarters.

“We believe that contributing to open-source projects is one of the best ways a student can prepare for a job in the industry,” Facebook said in a post on its Facebook Engineering page.

Schools Can Crowdfund a 3-D Printer

The maker of a 3-D printer wants to put its product in schools across the country and is asking everybody to pitch in. MakerBot Industries is offering a starter kit along with information on a crowdfunding site to help those interested pay the $2,550 cost of the kit.

The kit includes the MakerBot Republicator 2 printer, raw materials needed to get started, and a service plan from the company. Teachers must describe what they would do with the printer on the crowdfunding site, DonorsChoose.org, to raise all but $98, which must be raised offline.

Autodesk, the maker of 3-D design software, has already signed on to fund 500 projects, and Bre Pettis, one of the founders of MakerBot Industries, has made one of the largest individual donations DonorsChoose has ever received, according to a report in  Bloomberg Businessweek.

While skeptics might contend it’s a project clearly aimed at raising sales for MakerBot, Pettis said he’s doing it because subjects such as shop have been eliminated at many schools, which means students rarely make anything with their hands. Besides, he doesn’t really need the money since MakerBot Industries was purchased by Stratasys for $403 million in June.

Beware of CryptoLocker

CryptoLocker is a form of ransomware that targets computers by disguising itself as a legitimate attachment that, when opened, locks up all the files of an infected computer, including backup files. Only the hackers have the decryption key, demanding $300, or two Bitcoins, to release it.

Now, to add insult to injury, the gang behind the malware has created a customer service site for victims who need help in making the payment, according to a report from The Today Show. People can use CryptoLocker Decryption Service to check the status of their payment and complete the transaction, at an additional cost.

“They were leaving money on the table,” said Lawrence Abrams, who has tracked the spread of this malware on BleepingComputer.com. “They created this site to capture all of the money they were losing because people couldn’t figure out how to make the ransom payment or missed the deadline.”

There is a 72-hour deadline to pay for the decryption key, which jumps from two Bitcoins to 10, or nearly $4,000 on today’s market, if missed. A Bitcoin is a peer-to-peer digital currency which the U.S Department of Justice and the Securities and Exchange Commission consider a legitimate financial instrument.

According to Abrams, CryptoLocker uses Zip files to worm its way into computers and is password protected, which allows it to get past security software. He added that the password has been “PaSdlaoQ” for everyone so far.

The advice to protect users from the malware is not new: Don’t open attachments from unknown senders, have up-to-date security software, and back up files often.

“This is scary stuff,” said Brian Krebs on the KrebsOnSecurity blog. “People need to rethink how they protect their important files.”

MOOCs Need Better Assessment

Primary Research Group released a report that showed just 7.8% of the U.S. higher education institutions offer massive open online courses (MOOCs) for college credit, but that nearly half of the schools in the survey felt they would be offering at least one MOOC within three years.

The survey also found some colleges would consider accepting MOOC credit if there was a mechanism to assess knowledge gained. Accurate assessment, according to John Ebersole, president of the online college Excelsior College, is a concern that must be addressed.

“Even where credit has been recommended, questions remain as to the extent that participants actually learned anything,” Ebersole wrote in a blog post for WCET. “While few question the capabilities of the sponsoring institutions or their faculty, the degree to which these reputational factors translate into learning is not clear. To date, very little attention has been given to the measurement of learning outcomes by MOOC providers.”

At the same time, Ebersole is convinced the issue should be easy to overcome.

“While most MOOCs have so far featured topics for which there isn’t an appropriate exam, the process to create one is not substantially longer or more complex than what is required to create and offer a course in MOOC format,” he wrote. “In return for paying more attention to the learning outcomes, and how they are measured, MOOC providers can only help enhance the credibility of this pioneering effort, but also gain credibility in the eyes of the critics.”

Intel Makes Move into Education Market

The education marketplace is beginning to get pretty crowded with tech companies. Amazon, Apple, and Google have all staked claims, and now semiconductor chip-maker Intel is making its move with the acquisition of e-textbook provider Kno.

John Galvin, vice president of sales and marketing at Intel, confirmed the purchase on the Intel blog.  According to Galvin, the purchase “provides administrators and teachers with the tools they need to easily assign, manage, and monitor their digital learning content and assessments.”

Or it could suggest that Kno has failed. The company was unable to make its tablet work and Om Malik reported in GigaOm that Kno also has tried to work with CourseSmart to keep its content platform viable.

“Industry sources tell us that Kno cut deals with publishers that limited its take to about 15% of gross revenues,” Malik wrote. “At the same time, it wasn’t able to get the volumes necessary to grow its business—it was in competition for dollars from older ways of doing things: buying textbooks, both new and old and, of course, the newer trend of renting books from the likes of Chegg.”

The purchase makes sense for Intel because it provides content to go along with the package of tools developed by Intel Education. The bundle of hardware, software, and content that is already available for iOS, Android, and Windows operating systems, puts Intel in a position to compete in the education market, according to an article in Sci-Tech Today.

Besides, Kno has worked with Intel on textbook initiatives in China and listed Intel Capital as one of its investors.

“It became more attractive to me to have them be part of the portfolio rather than just a partner,” Galvin told TechCrunch.

Council to Look at Online Standards

The Simon Initiative was launched by Carnegie Mellon University (CMU) to study technology-aided learning. Working in unison with the initiative, CMU has established the Global Learning Council, a group of educators, researchers, and technology company executives, to develop standards for online learning and identify best practices.

“In the last few years, there has been a lot of discussion thanks to the development of technology about the delivery of education in a scalable way to large numbers of students across national borders,” CMU President Subra Suresh told The Chronicle of Higher Education. “The missing piece is how much are students learning amid all this technology? The other piece is what are the metrics, best practices, and eventually standards, if you will, that are collectively developed and acceptable for those who engage?”

Carnegie Mellon has studied student interaction with learning software for decades and will provide access to that data, along with seed funding to support the work.

“Online education is now taking on an extremely prominent role internationally,” said Hunter R. Rawlings III, president of the Association of American Universities and a member of the council. “Yet even as online education expands rapidly and on an enormous scale, there is very little good research on the best forms of online learning, and, I might add, there are no good studies on what constitutes bad online pedagogy, of which there is a fair amount.”

MOOC Focused on Entrepreneurship

The sage on the stage—a professor lecturing to an auditorium full of students—is what massive open online courses (MOOCs) were trying to get away from. Unfortunately, it’s also proven to be an effective way for MOOCs to deliver information on a large scale.

NovoEd, a new MOOC provider launched last April, is trying to change that with courses focused on student participation and collaboration, according to a report in Campus Technology.

“The problem right now with most MOOCs out there is that they are focusing on the most boring part of education: the talking head and multiple-choice questions,” said Amin Saberi, an associate professor of engineering at Stanford and founder of NovoEd. “Education is not the content; it’s what you take with you when you forget the content.”

The company has developed a platform that uses social media to encourage student interaction and foster collaboration. It also created algorithms to organize students into groups.

NovoEd offers almost 30 courses ranging from everyday mathematics to anatomy, but is mainly focused on entrepreneurship through a partnership with Babson Global. Saberi told Bloomberg BusinessWeek in August that nearly 350,000 students had studied entrepreneurship using the platform, with completion rates as high as 47%. Additionally, those student teams launched more than 7,000 new businesses.

“MOOCs will destroy geographical boundaries,” said Anne Trumbore, senior course designer for NovoEd. “People who are passionately interested in a topic but spread out across the world will finally be able to collaborate in a real way and form communities around their interests.”

E-Ink Technology Enhanced and Refocused

E-ink spurred the e-reader revolution as technology that provided devices featuring easy-to-read displays and long battery life. Then, the high-resolution color screens and multitasking capabilities of tablet computers came along and shoved e-readers to the side, according to analyst firm iSuppli, which reported e-reader sales fell from 23 million units in 2011 to 15 million in 2012.

“Tablets are good and getting better,” Alva Taylor, faculty director for the Center of Digital Strategies at Dartmouth University, told Technology Review. “I think there are multiple technologies that beat the experiences that e-ink provides. To me, e-ink is like duct tape as a product. They are never going to be as good as nuts and bolts and screws. But for certain kinds of small applications, they are perfect.”

Those small applications are exactly what the firm E Ink is focused on.

While E Ink continues to work on color for its displays, it’s also finding uses for the technology in flexible devices that require a tiny battery, making the firms in the emerging smartwatch market potential customers. The technology could also turn up in three-color store signs, while improvements are being made to provide enhanced readability, smoother page turns, and even lower power consumption on e-readers.

BOGO Works for University Press

BOGO (buy one, get one) offers are very popular with consumers, so the University Press of Kentucky decided to give the promotion a try. Book owners who submit a photo of themselves holding their hard copy of a book from the press will receive the e-book version for free.

“It’s a great way to increase brand loyalty and to increase awareness of us as a publisher,” Mack McCormick, director of publicity, told Inside Higher Education.

The University Press of Kentucky has 476 titles with e-book versions. The press went with the loyalty program because it felt readers would appreciate the free electronic version of a title they already owned. There is a cost to sending the e-books, but McCormick said it was minimal.

The University of Chicago Press has been offering one free e-title each month since November 2009. Those titles are often the first one in multivolume collections or a feature work of an author with a recently released title. Between 2,000-4,000 readers download the title each month, but since the University of Chicago Press owns the digital asset management unit, there is no cost to providing the electronic version.

Study Finds Students Satisfied with MOOCs

While there are issues with massive open online courses’ (MOOCs) with retention rates, students who complete them appear to be satisfied, according to a study from the University of London International Programmes.

Ninety-one percent of the students responding to the survey on university MOOCs hosted on the Coursera platform rated the experience as good, very good, or excellent. Around 42% of the 210,000 students participating in the four MOOCs offered were considered active students, those who downloaded a video lecture, took an online quiz, or posted to the class forum.

“Considering that the courses are free and allow students to do as much or as little work as they like, the number of students engaging in the course is considerable,” Mike Kerrison, director of academic development for the University of London International Programmes, said in an article for eCampus News, which also reported that just 4% of the students actually completed the MOOCs.

Research from Stanford University found that super-involved students, known as SuperPosters, sometimes account for up to a quarter of the total comments submitted to forums for online classes. The study also showed that SuperPosters not only participated in the forums, but also achieved high grades.

Botlike Book Can Fetch Answers

Artificial intelligence, the technology that enables robots to respond to their environment like humans, may also help improve how college students interact with textbooks. A small project conducted in 2012 showed students who studied with an AI-enhanced digital textbook earned higher marks. A larger pilot is now in development.

As described in the fall 2013 edition of the Association for the Advancement ofArtificial Intelligence’s AI Magazine, the Inquire Project created an intelligent app for selected chapters of the popular Campbell Biology text used by many introductory biology courses.

The app allowed students to key in free-form questions about the content while they were studying on an iPad. They could also tap the screen to access detailed concept summary pages, pop-up definitions, and follow-up questions as well as highlight text to create “note cards” with related questions. The app was developed at the Artificial Intelligence Center at SRI International, with funding from Vulcan Inc., a company owned by Microsoft co-founder Paul Allen.

In an evaluation conducted with 72 community college students, one third of the group used the traditional print version of Campbell Biology while another third studied from the AI-enhanced digital version of the book. The remaining third was assigned to the regular digital version, which permitted basic highlighting and annotations but didn’t have the AI extras. All of the students were asked to read certain chapters for an hour, spend 90 minutes on homework, and then take a 20-minute quiz.

Quiz scores averaged 88 for the AI group but only 81 for the print textbook and just 75 for the unenhanced digital textbook. Homework scores were similar: 81 for AI, 71 for print, and 74 for “plain” digital.

The conclusion? Being able to “ask” questions and view summaries right on the page they were reading apparently aided students’ comprehension and retention of the material. The 72 participants posed a total of 520 questions during two and a half hours of reading and homework. Of those, 194 questions were unique but only 59 were asked by more than one student, indicating that different students needed clarification of different textbook content.

Online Degree Programs Gain Traction

Georgia Institute of Technology wanted to lead a revolution with its low-cost online master’s degree program in computer science. It appears that revolution is gaining traction.

The study by the university found that 2,359 people applied for the computer science master’s degree program during a 21-day enrollment period. That’s big news since the total enrollment for all traditional campus-based computer science master’s degree programs was just 1,806 last year, according to an article in eCampus News.

Georgia Tech, which partnered with massive open online course provider Udacity and AT&T on the program, also found that 75% of the applicants are employed full time, 82% work in computer or IT fields, and more than 500 are AT&T employees.

Now, the Berklee College of Music will launch online bachelor’s degree programs in music business and music production next year. The degrees are part of the Berklee Online program and could save participants 60% over residential students.

The two 120-credit degree programs are aimed at musicians who are unable to move to Boston to study. Enrollment will be capped at 300 students for the first year, but applicants can submit portfolios and earn up to 30 learning credits for their professional experience. 

The Semantics of Online Education

It may all be just semantics, but there are some people in education technology and on campus who think the term “course” should be replaced by “learning experience” as the way to describe online education. They see the traditional 90-minute lecture as an ineffective way to deliver content online and note that instructors are being encouraged to break up content into single-concept modules.

Breaking content into modules makes it easier to share and has little resemblance to what students understand as a “course.” In addition, the term “learning experience” suggests a difference in the way students get the information, according to a report in Inside Higher Education.

“The learning experience has to do with things that occur by design and all sorts of other things that aren’t on the syllabus that are spontaneous and student-generated,” said Matthew H. Cooper, CEO of Acatar, a flipped-classroom platform developed by Carnegie-Mellon University.

“We, too, see the boundaries of the traditional course eroding away,” added Ryan Gialames, senior director of product strategy and user experience at Acatar. “We’re speaking with folks at CMU who are interested in building this whole body of knowledge, then figuring individual paths to point students through it. It’s also just as important when you’ve got that body of knowledge that you can build maps and paths.”

Of course, not everyone is sold on the new terminology. For instance, Blackboard has found that more attention is being paid to learning outside traditional courses, but isn’t ready to drop the term.

“There’s, of course, good reason to be skeptical and critical, but this is not a term that is baseless or just cute-sounding,” Robert A. Lue, faculty director at Harvard University, said of the term “learning experience.” “There’s corporate speak, there’s academic speak, there’s all sorts of education speak, and this certainly falls into that. You know what, though? These terms and how they are selected carry meaning.”

Humanities Attracting the MOOC Crowd

It’s probably no surprise that computer science is the most popular subject offered by massive open online course provider Coursera with nearly 9.5 million people enrolled. Humanities, as a distant second, may come as more of a stunner.

Nearly four million people have taken humanities courses, according to information from the company. The numbers may be inflated somewhat because of the highly popular “Walking Dead” course, but they are still ahead of business and management (3.5 million), economics and finance (3.3 million) and information, tech, and design (2.4 million).

The fact that humanities are so popular as MOOCs and yet were basically ignored during a panel discussion featuring Coursera co-founder Daphne Koller at the University of British Columbia, Vancouver, last June caught the attention and ire of attendee, blogger, and UBC associate professor Jon Beasley-Murray. He wrote that the model for online learning is dominated by science and points a finger at the people responsible.

“The arts and humanities should have a vital role, critical and self-reflexive, that would complicate current discussion of technology in the classroom, and more broadly enhance our understanding of the university’s main challenges and possibilities in a global, wired world,” Beasley-Murray wrote. “But what we get instead is knee-jerk enthusiasm and self-defeating short-termism. This is not the fault of the sciences themselves—they should clearly and obviously be part of the conversation, too. It is, rather, the fault of an administration and senior management that has for some reason lost faith in its own mission and its own values, and in the people that it employs to think about and even question that mission and those values.”

Stores Should Provide Free WiFi

Instead of being worried about showrooming, retailers should provide free Wi-Fi to encourage shoppers do even more online browsing, according to a new study from Acquity Group. The survey found that half of the responding smartphone owners are more confident making major purchases when they can use free in-store Wi-Fi to research a product.

The report also found that 30% of smartphone owners would browse for additional items to buy and 20% would spend more time shopping if stores offered free Wi-Fi. More than 1,500 smartphone owners were surveyed for the study, which also showed that 78% looked up a retailer’s inventory online prior to visiting the store and 60% said they made in-store purchases after browsing for product images and information on their phone.

“Your site has to be mobile-optimized and you need to make access to Wi-Fi easy,” said Mark Rein, group account director at Acquity Group, in an article in Marketing Daily. “In-store Wi-Fi also tends to keep customers in the store longer, where they’ll view—and be more likely to purchase—items not on their list.”

It's Book Vs. Wiki for Chemistry Class

Let’s get ready to rumble—a wiki/textbook smackdown is coming to the University of California Davis for the spring 2014 term.

In one corner is the traditional print chemistry textbook, used by general chemistry classes for decades. It will face off against the online ChemWiki, an open collection of chemistry articles and resources, collected and vetted over the last five years by Professor Delmar Larsen and a host of student-editors. Researchers from the Center for Education and Evaluation Services at the UC Davis School of Education will decide the winner, according to a university press release.

The 200 students enrolled in general chemistry during the spring term will all attend the same lectures and take the same tests. But half will study from the regular textbook while the other half will use the free ChemWiki in lieu of a textbook. The head-to-head bout, supported by a grant from the National Science Foundation, is intended to determine whether the wiki is good enough to knock the textbook out and save students money.

If so, additional grant monies will help expand the wiki. Plans are underway for a collaboration with UC Irvine’s OpenChem initiative, a series of free and open video-recorded lectures on chemistry.

Larsen and his colleagues are also creating wikis for other scientific fields—including physics, statistics, geology, biology, and mathematics—with the idea they may someday deliver a final blow to textbooks, at least those for undergraduate courses dealing with fundamental concepts that haven’t changed in years.

Cities Take Libraries' Side on E-Books

Public libraries, unhappy over what they view as high prices and stringent terms for e-books to lend their patrons, picked up an ally in their ongoing battle with publishers: the National League of Cities (NLC), which represents some 19,000 cities and towns across the U.S.

The NLC recently issued a press release backing the efforts of public libraries to pressure publishers into making more e-books available for library loans, allowing libraries to purchase e-books outright rather than license them, and reducing prices charged to libraries, which are typically higher than consumer retail prices.

Library organizations, especially the American Library Association, have been waging a campaign to stir up grass-roots support for their ability to acquire and lend e-book titles. While the campaign mainly involves community libraries, academic libraries are watching the response. The league’s endorsement included kudos to several governmental bodies that passed legislation calling for investigations into publishers’ e-book policies for libraries.

“City officials can protect the library’s function to provide access to e-books and other materials by encouraging oversight on publishers’ licensing practices,” said the release. “That can mean adopting resolutions like that developed in Montgomery County, MD, or urging their state legislators, Congress, the Department of Justice, and the Federal Trade Commission to look into the unfair e-books policies.”

Remedial Math Placement tool Launched

McGraw-Hill Education (MHE) launched a new remediation tool that places students in the college math course best suited to their abilities. The ALEKS Placement, Preparation, and Learning tool is the first original product to be produced from the MHE acquisition of ALEKS Corp., the web-based tutoring and assessment program.

“A majority of kids that go into community colleges drop out,” said Buzz Waterhouse, CEO of MHE, at the Educause 2013 conference in Anaheim, CA. “Most students that go into community college need remediation and there are studies that show the vast majority of them are placed in the wrong remedial classes, courses that are more advanced than they are ready for.”

A 2012 report from Complete College America found that just 22.3% of remedial students finish remediation classes and more than half the students in two-year colleges are placed in the wrong remedial courses.

ALEKS Placement is an online tool designed to help students move into credit math courses quickly through a personalized study plan. It uses open-response questions instead of multiple-choice to assess a student’s knowledge level and delivers targeted learning through a six-week module.

Surprise! Devices Are a Distraction

One criticism leveled at bring-your-own-device initiatives is the distraction they’re assumed to cause in the classroom. A professor from the University of Nebraska, Lincoln, conducted a study showing the assumption is probably right.

The survey found more than 90% of the students admitted using their device in class for nonclass activities. Students said they used their devices for texting (86%), checking the time (79%), checking e-mails (68%), social networking (66%), and web surfing (38%). Eight percent even admitted to using their devices in class to play games.

“When college students multitask with digital devices in classrooms, research indicates it may hamper their ability to pay attention,” Barney McCoy, associate professor of broadcasting at UN-L,  wrote in his report. “This behavior, research suggests, has become more habitual, automatic, and distracting.”

However, the students also said they saw staying connected (70%), avoiding boredom (55%), and doing related classwork (49%) as an advantage to using their devices during class.

“I don’t think students necessarily think it’s problematic,” McCoy said in an article for eCampus News. “They think it’s part of their lives. It’s become automatic behavior on the part of so many people—they do it without even thinking about it.”

Just 9% of the students favored a ban on having their devices in the classroom and 54% said it was reasonable for the instructor to have a policy for their use. They just don’t want it strictly enforced: 65% said they felt a warning was sufficient for a first offense.

Faculty Use of Social Media Studied

A new study reported that faculty members are much more at ease with using social media, but remain suspicious of it in their classrooms. A survey of 8,000 faculty members, conducted by Babson Research Group and Pearson, found more than half of the respondents used social media sites in their professional lives, a 10% increase over 2012, and more than 70% used it for personal purposes.

At the same time, 60% said online and mobile technologies can enhance learning and more than 75% said communications with their students have increased through the use of social media. However, just 41% said they use it in their classroom.

The report also found that privacy and integrity of student submissions have been the top concerns since 2011, yet an increasing number of educators report they are finding more ways to use social technologies to engage their students.

“The concern with the barriers remains fairly high, but the faculty are figuring out ways they can get around those barriers,” Jeff Seaman, co-director of Babson Survey Research Group, said in a report in eCampus News. “Perhaps they are not using it as widely or universally as they might be without those concerns, but they are finding ways in which they can adapt it in particular slivers.”

Malware Hits More Higher Ed Networks

Colleges and universities are losing the battle against malware, according to security firm OpenDNS, which reported that networks run by higher education institutions are three times more likely to be infected than government agencies or businesses.

The most common threat is Expiro, software that can replicate itself, steal disk space, and slow computer memory to a halt. The malware can also corrupt data, steal personal information, and erase hard drives.

“Our research shows that while higher education institutions face the same cyber-attacks as enterprises and government agencies, they tend to be compromised by malware and botnets at a much higher rate,” Dan Hubbard, chief technology officer at OpenDNS, told Campus Technology during the Educause 2013 conference. “Clearly, colleges and universities must operate more open networks and support an endless number of access devices, which puts them at higher risk.”

Hubbard suggested that “fundamental security best practices” can reduce infection rates, such as alerting users when spear-phishing appears, an e-mail fraud that seeks unauthorized access to confidential information. Institutions should also use analytics to block access to malvertising (online advertising that spreads malware) and watering holes (sites infected with malware).

School Lays Out BYOD Plan

While the idea of students bringing their own devices (BYOD) into the classroom is gaining traction, creating effective ways to support such programs remains a concern. A school district in a suburb of Cleveland, OH, decided to tackle the issue by creating a strategic plan to encourage student technology.

The Rocky River City Schools launched its BYOD program in tandem with the district’s plans to renovate its facilities. Because of the renovation project, the school was able to purchase the necessary technology, such as adequate bandwidth and secure Internet access. Then, it researched the best practices of schools from around the nation with experience in BYOD classrooms and consulted with legal counsel to be clear about what was expected of students bringing technology into the school.

Finally, the district proposed a policy that gave direction as to where and when personal devices could be used in school for both K-8 and 9-12 students. The proposal also included usage that was prohibited and stipulated that the care and security of all devices were the responsibility of each student and not the school.

“Access to the Internet is not difficult in a wireless environment, but the district needed to assure parents that access would be school-appropriate while not limiting student research abilities,” wrote School Superintendent Michael Shoaf and Dianna R. Foley, executive director of communications and technology for the district, in eSchool News. 

GWU Takes Different Approach to MOOCs

There’s been pushback on some campuses as to the development of massive open online courses (MOOCs). Faculty have banded together to block initiatives, faculty unions have raised concerns, and a new report from the Campaign for the Future of Higher Education criticizes corporate interests in driving MOOC adoption.

George Washington University in Washington, D.C., is taking a different approach. It’s working with faculty members from the start to develop a MOOC program.

“We see MOOCs as a way of empowering faculty who are interested in reaching a very different audience than they’re used to,” Paul Schiff Berman, vice provost for online education and academic innovation at GWU, told eCampus News. “Our approach to MOOCs has not engendered any kind of faculty backlash, which I’m happy to say.”

The university has not partnered with any of the major MOOC platform providers. Berman has kept interested professors in the loop when it comes to the online platforms and has no plans to require instructors to participate.

GWU faculty members seem to appreciate the more cautious approach. Professors have expressed interest in working on courses, even though some remain unconvinced on the topic of MOOCs.

“In general, there’s an effort to move more organically and be a little skeptical of MOOCs,” said GWU English professor Margaret Soltan, who has taught a MOOC hosted by the Udemy platform. “It’s always good to be skeptical of all the rage.”

In addition to including faculty from the get-go, there has been no discussion about giving credit for MOOCs offered by GWU. Berman insists it will remain that way for the foreseeable future.

“We don’t see it as a way of replacing our in-person programs or something that would be credit-bearing,” he said. “There’s absolutely no move toward using these courses to generate revenue, nor will there be.”

Report Takes Aim at Online Ed Profits

The Campaign for the Future of Higher Education, a coalition of faculty groups, has released a report that claims the rhetoric behind online learning is more about making money than academic results.

“Promise” of Online Higher Education: Profits states that the expansion of online education in general and massive open online courses (MOOCs) in particular, is being driven by corporations at the expense of students or public interest. It also recommends that terms used to describe online formats should be re-examined to better help students and institutions make informed decisions on their usefulness, according to a report in Campus Technology.

“Increasingly, online higher education is big business with huge profits being made by many private companies,” the authors of the paper wrote. “We are told repeatedly that students will benefit from the rush toward online learning, but we must ask who’s benefiting more: Students? Or investors and companies?”

To illustrate, the report points to companies such as Coursera, which recently announced it had made $1 million in profits from its massive open online courses. There are a number of other firms generating “robust” profits from converting traditional degree programs into online versions.

The report “shines a light on how leaders in government and in our colleges and universities are being enticed by snappy slogans and slick sales pitches into making decisions that benefit investors and corporations instead of the students we’re supposed to serve,” said UCLA history Lillian Taiz. 

Software Helps Flipped Classrooms

In a flipped classroom, students are asked to study course materials on their own and class time is devoted to one-on-one or small-group interactions with the teacher. One problem with the approach is students who don’t have at-home Internet access aren’t able to watch the assigned videos.

Software from aTube Catcher provides a solution, according to Shannon Holden, an ed-tech enthusiast and veteran teacher who created newteacherhelp.com, a web site dedicated to helping teachers make it through their first year in the classroom.

“It all happens thanks to a USB drive,” Holden told eSchool News. “The excuse of ‘our kids don’t have the Internet so we can’t flip the classroom’ is gone. If we get inventive enough, 100% of kids will be able to participate in the process.”

The aTube software provides instruction on how to download all kinds of videos from any number of sources to a USB drive. The student can then take the drive home to view the material. The software even works on many Blu-ray and DVD players, as well as most newer television sets and Xbox 360 and PlayStation consoles.

Holden created a YouTube video on the download process with advice on implementing flipped learning in the classroom and a preview of other professional development videos he’s working on.

Where Broadband's Slim, MOOCs Are Moot

In all the hubbub over whether MOOCs (massive open online courses) are the way of future higher education, much of the discussion has focused on things such as monetizing courses, verifying the identity of exam-takers, whether to offer degree credits, and low completion rates.

But, as Andrew Barbour, executive editor of Campus Technology, points out in a viewpoint piece, there’s another major aspect being overlooked: insufficient or nonexistent broadband Internet access. Millions of people live in remote areas or urban pockets where broadband connections are iffy at best.

These are the people who—by virtue of their geographic distance, work schedule, or family situation—cannot get themselves to a college or university campus in person. They’re the ones who might benefit most from online education, including MOOCs.

Yet, as Barbour notes, MOOCs typically use a lot of video and other broadband-dependent content. Students without broadband are effectively shut out of MOOCs, and often other courses with online components as well.

“And it threatens to leave large swaths of the country isolated, uneducated, and unemployed, because broadband is the 21st-century equivalent of the interstates and the railroads rolled into one,” he says.

Alternative MOOC Platform Launched

The ed-tech company Desire2Learn jumped into the massive open online course (MOOC) fray with its new Open Courses service. The product is an alternative MOOC delivery platform that allows institutions to retain the copyright on their talent and data, as well as an option to recognize students who complete the course.

Curriculum for the MOOCs is available from existing content and is managed through the firm’s new version of its Learning Suite. Open Courses is also available as a standalone cloud service, according to a report in Campus Technology.

The new version of Learning Suite includes course management and mobile tools, predictive analytics, adaptive learning, social sharing, and collaborative services, along with the ability to participate in MOOCs. In addition, Learning Suite is a free upgrade for Desire2 Learn cloud customers.

“If you’re a student today, you have to log into four or five—maybe as many as 20—different systems,” said John Baker, president and CEO of Desire2Learn. “What we’re trying to do is pull all that together into what we call an integrated learning platform.”

Workshop Promotes Disability Awareness

Accessibility: It Is Important is a free online workshop from Atomic Learning in support of National Disability Employment Awareness Month, which takes place in October.

The focus of the workshop is the basics of accessibility and using accessible learning materials. It also covers how to check materials for accessibility, creating material, how to caption movies, understanding different disabilities, and legal and ethical requirements for the learning materials.

The workshop is available through Dec. 15. 

Women See Online Ed as More Attractive

A new study found that women see online education as a more achievable option than traditional forms of education because it’s more affordable and flexible.

The survey, released in September by Western International University, reported that nearly 80% of the women responding believed online universities had the programs to advance their careers. The majority felt traditional classroom education was too expensive and rigid in format.

“Women of all ages are incredibly motivated to earn a degree,” said Tracy Lorenz, president of Western International University. “However, many have been unable to find a program that is flexible, affordable, manageable, and that fits their lifestyle.”

The research polled 1,000 women, ages 22 to 50. The new information backs up an earlier study from the American Association of University Women Education Foundation, which found that 60% of online students are women.

Students Ready to Go Mobile in Class

The latest study from the Educause Center for Analysis and Research (ECAR) found that while students bring plenty of Internet-capable devices to campus, few have the freedom to use them in class.

The ECAR Study of Undergraduate Students and Information Technology, 2013, reported that 58% of the students responding brought three or more devices to campus, but 74% said smartphone use was either discouraged or banned in the classroom and 30% said they were discouraged or banned from using their tablets. Just 3% of students were encouraged to use their smartphone and 15% to use their tablets.

The report found that students want to keep their academic and social lives separate and expect instructors to train them on using the technology required for coursework. They are ready to use their mobile devices for academics and are looking for encouragement from their instructors. Two-thirds reported that faculty use technology effectively in the classroom.

“It’s a little unclear what the students’ judgment is based on here: stuff not crashing? Faculty finding their comfort zone and sticking with it?” Jason B. Jones, director of educational technology, Trinity College, wrote in a blog post for The Chronicle of Higher Education. “Regardless, it is useful to know that students respect the faculty’s technology use.”

Data-Mining of MOOCs Has Begun

Experts can debate the effectiveness of massive open online courses (MOOCs), but there’s no question about the amount of student information provided to register for the class. Now, colleges and universities are starting to work with technology vendors on ways to capture that data to use for marketing and recruitment.

“Showcasing the institution to capture prospective students is a rising reason [for offering MOOCs],” Katie Blot, president of the education services division at Blackboard, told University Business magazine. “There are more people talking about doing it than actually doing it.”

Institutions see MOOCs as a way to interact with students and spotlight the quality of their online classes. That leads to the question of whether to offer the courses for credit, with many only giving credit when the participant enrolls in a paid program, according to Blot. Administrators are also looking at the MOOC data to find out what assignments and discussions students participate in, when students stop participating, and why they stop.

“As long as MOOC courses are still dabbling in the credit process, accrediting bodies don’t feel the need to get into the mix,” said Rick Tomlinson, manager of academic solutions for Jenzabar, a provider of software and services for higher ed. “But I think that will change significantly once this whole process becomes more disruptive and we get into that credit-bearing mode.”

Tablets May Not Be Killing Off Laptops

The Case of the Dwindling Laptop Sales is still an open mystery. It turns out tablets may not be the culprit after all, at least according to a new survey of tablet owners by market research firm IDC.

Many technology-watchers, noting that tablet sales were rising at about the same pace as laptop sales were falling, assumed there was a direct correlation between the two. The IDC study, conducted last April, contradicts that. Just 8.7% of survey respondents said they bought a new tablet as a laptop replacement while 58.5% specifically purchased the tablet to use in combination with their laptop.

The survey sample wasn’t all that large—only 299 adults—but it shows that consumers buy different devices for different reasons, and don’t want to ditch any of them yet. “A huge percentage of people still see a lot of value in a laptop for one kind of app or service they use on it. Would they want to do their taxes on a tablet? They haven’t quite made the leap to being comfortable with a mobile device like a tablet,” IDC analyst Tom Mainelli told Computerworld.

College students probably fit into that category. A tablet is easier to tote around campus for checking course updates in the learning management system in between classes, for example. A laptop is better for working on papers and projects.

That still leaves the mystery of why laptop sales are down. It’s possible tablets do share some of the blame. After buying the latest tablet, purchasers may not feel the need to upgrade their laptops to a new model. Also, those who use their tablets on the go, such as students, may find their laptops last longer parked at home where there’s reduced risk of theft or breakage.